Teachers’ virtual training

assessments of a pilot experience during the pandemic

Authors

  • Vanesa De Mier Universidad de Córdoba
  • Sandra Esther Marder Universidad Nacional de La Plata
  • Ana Cristina Casiva Universidad Nacional de Cuyo

DOI:

https://doi.org/10.35305/rece.v2i17.718

Keywords:

E-learning, Teacher training, Literacy, Teaching, Pandemic

Abstract

This work aims to present the results of a teacher’s training course in literacy taught online during 2020. It addresses teacher’s self-assessment of the educational development during the course and the assessment of the children’s learning process in kindergarten and first grade. The course was free of charge and developed in an e-learning platform due to the COVID-19 pandemic. The course articulated the development of theoretical knowledge and proposals for class interventions utilizing the framework of “We Want to Learn program”. The training course process involved the design of a digital platform. The course implementation covered 140 hours of training using a combination of individual learning with virtual workshops. A total of 534 teachers participated in the training. The qualitative results of the training and its impact in children's learning were assessed at the end of the school year using a self-guided digital survey. The data showed that more than 70% of the teachers considered the literacy proposal optimal. In relation to the course, the participants stated that they had acquired strategies to guide families during virtual classes and that more than 80% of the kindergarten and 1st grade classroom students developed the literacy skills that are proposed in the curriculum.

Downloads

Download data is not yet available.

Author Biographies

Vanesa De Mier, Universidad de Córdoba

Profesora, Licenciada y Doctora en Letras por la Universidad Nacional de Córdoba. En el año 2010, comenzó a trabajar en investigación con una beca doctoral del CONICET para estudiar el desarrollo de la fluidez lectora en los primeros grados de la escuela primaria (título del Proyecto: “La lectura fluida: relación entre características textuales y el reconocimiento de palabras, la comprensión y los rasgos prosódicos”).

Sandra Esther Marder , Universidad Nacional de La Plata

Licenciada, profesora y Doctora en Psicología por la Universidad Nacional de La Plata. Diploma Superior en Necesidades Educativas, prácticas Inclusivas y trastornos del desarrollo de la Universidad FLACSO. Investigadora adjunta del Centro de Estudios en Nutrición y desarrollo Infantil (CEREN) de la Comisión de Investigaciones Científicas de la provincia de Buenos Aires.

Ana Cristina Casiva, Universidad Nacional de Cuyo

Profesora y Licenciada en Letras por la Universidad Nacional de Cuyo (1990); postítulo en Necesidades Educativas Especiales en Trastornos Generalizados del Desarrollo (FLACSO, 2006); especialista en Alfabetización Inicial (Nuestra Escuela, Ministerio de Educación de la Nación, 2009); actualmente alumna de la Maestría en Lenguaje y Cognición (UNCuyo).

Published

2022-07-01 — Updated on 2022-07-20

Versions

How to Cite

De Mier, V., Marder , S. E. ., & Casiva, A. C. . (2022). Teachers’ virtual training: assessments of a pilot experience during the pandemic. Revista De La Escuela De Ciencias De La Educación, 2(17). https://doi.org/10.35305/rece.v2i17.718 (Original work published July 1, 2022)

Issue

Section

Artículos científico-académicos